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In the course of the ME period, HAVE began to encroach on territory previously held by BE. According to Rydén and Brorström (1987); Kytö (1997), this occurred especially in iterative and durational contexts, in the perfect infinitive and modal constructions. In Early Modern English (henceforth EModE), BE was increasingly restricted to the most common intransitives come and go, before disappearing entirely in the 18th and 19th centuries. This development raises a number of questions, both historical and theoretical. First, why did HAVE start spreading at the expense of BE in the first place? Second, why was the change conditioned by the factors mentioned by Rydén and Brorström (1987) and Kytö (1997)? Third, why did the change take on the order of 800 years to go to completion? Fourth, what implications does the change have for general theories of auxiliary selection? In this paper we’ll try to answer the first question by focusing on one the earliest clearly identifiable advance of HAVE onto BE territory – its first appearance with the verb come, which for a number of reasons is an ideal verb to focus on. First, come is by far the most common intransitive verb, so we get large enough numbers for statistical analysis. Second, clauses containing the past participle of come with a form of BE are unambiguous perfects: they cannot be passives, and they did not continue into modern English with a stative reading like he is gone. Third, and perhaps most importantly, come selected BE categorically in the early stages of English, so the first examples we find with HAVE are clear evidence for innovation. We will present evidence from a corpus study showing that the first spread of HAVE was due to a ban on auxiliary BE in certain types of counterfactual perfects, and will propose an account for that ban in terms of Iatridou’s (2000) Exclusion theory of counterfactuals.
Cet article étudie la relation entre les grammaires darbres adjoints à composantes multiples avec tuples darbres (TT-MCTAG), un formalisme utilisé en linguistique informatique, et les grammaires à concaténation dintervalles (RCG). Les RCGs sont connues pour décrire exactement la classe PTIME, il a en outre été démontré que les RCGs « simples » sont même équivalentes aux systèmes de réécriture hors-contextes linéaires (LCFRS), en dautres termes, elles sont légèrement sensibles au contexte. TT-MCTAG a été proposé pour modéliser les langages à ordre des mots libre. En général ces langages sont NP-complets. Dans cet article, nous définissons une contrainte additionnelle sur les dérivations autorisées par le formalisme TT-MCTAG. Nous montrons ensuite comment cette forme restreinte de TT-MCTAG peut être convertie en une RCG simple équivalente. Le résultat est intéressant pour des raisons théoriques (puisqu’il montre que la forme restreinte de TT-MCTAG est légèrement sensible au contexte), mais également pour des raisons pratiques (la transformation proposée ici a été utilisée pour implanter un analyseur pour TT-MCTAG).
Many teachers of German as a second language make some statements regarding this language that mix concepts from three distinct fields: Orthography (letters), Phonetics (phones or speech sounds) and Phonology (phonemes). In this paper I attempt to shed some light on these concepts and fields. I also provide examples of such statements and make comments on them.
Either in the realm of the mother tongue debating, or in the problematization of the second language classroom, the matters related to the assessment conduct and to the linguistic behavior of both teachers and students should not be underestimated or even left aside. Linguistic diversity is broadly present in the school context, and it is imperative not to overlook the way this reality is considered and the linguistic policies which are present and necessary. Whereas the assessment process is an integral part of the formation of the student’s identity, it is relevant to consider the theoretical concept of this process as well as the practice current in the school context. This paper gathers definitions on the assessment conduct and linguistic behavior, highlighting the role played by the teacher in classroom routine aiming at the flexibility of the process, as well as the appreciation of the pupil’s linguistic individuality.
This paper is an inductive look at the constituents found in a randomly selected Tagalog text, Bob Ong’s Alamat ng Gubat (Makati City, MM: Visual Print Enterprises, 2004). The analysis is based on the full text, but we will only be able to go through the first few lines of the text here, which we will do one by one, and discuss the structures found in each line of the text in bullet format after the relevant line. At the end of the paper we will bring up some important questions about the structures found in Tagalog based on this text.
This paper describes a number of verbal argument marking patterns found in the world's languages and provides HPSG analyses for them. In addition to commonly-occurring variations of morphosyntactic alignment (e.g. nominative-accusative, ergative-absolutive), this paper also presents analyses of more complex phenomena, including ergativity splits, Austronesian-style focus-case systems, and direct-inverse systems and their interaction with case.
The information-structural status of clitic left dislocated arguments in Spanish has been argued to depend crucially on their thematic role. Earlier HPSG analyses of related phenomena in other languages do not take into account this sort of information. A formalization will be presented which can handle differences in information-structure arising from different thematic roles of clitic left dislocated phrases.
Class features as probes
(2008)
In this article, we adress (i) the form and (ii) the function on inflection class features in minimalist grammar. The empirical evidence comes from noun inflection systems involving fusional markers in German, Greek, and Russian. As for (i), we argue (based on instances of transparadigmatic syncretism) that class features are not privative; rather, class information must be decomposed into more abstract, binary features. Concerning (ii), we propose that class features qualify as the very device that brings about fusional infection: They are uninterpretable in syntax and actas probes on stems, with matching inflection markers as goels, and thus trigger morphological Agree operations that merge stem and inflection marker before syntax is reached.
Verbs are the centerpiece of the sentence, and understanding of verb meanings is essential for language acquisition. Yet verb learning is said to be more challenging than noun learning for young children for several reasons. First, while nouns tend to denote concrete objects, which are perceptually stable over time, verbs tend to refer to action events, which are temporally ephemeral, and the beginning and the end of the action referred to by the verb are not clearly specified. Second, a verb takes nouns as arguments, and the meaning of a verb is determined as the relation between the arguments. To infer the meaning of a verb, children need to attend to the relation between the objects in the event rather than the objects themselves. In so doing, children make use of a variety of cues such as argument structure, meta-knowledge of the lexicon, and extra-linguistic contextual cues. In this paper, I present two lines of my recent research concerning young children's novel verb learning. Specifically, I first report a cross-linguistic study (Imai et al., 2008) examining how Japanese-, English-, and Chinese-speaking children utilize structural and non-structural, extra-linguistic cues when inferring novel verb meanings. Second, I present another study examining how young children utilize sound-meaning correlates (sound symbolism) in their inference of novel verb meanings. In the end, I evaluate the relative importance of structural cues among different cues children use in verb learning.